Who, me?

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TEKS

Course Description: 

Understanding verbal and nonverbal communication. By the end of this course, students will be able to:

  • Understand the health benefits of journaling. 
  • Practice journaling for clarification, exploration, or expression.
  • Recognize different forms of communication.
  • Explain what high-quality communication is and demonstrate and evaluate various processes of communication.
  • Exhibit effective verbal, nonverbal, written, and electronic communication.

TEKS standards:

130.110 110.50
130.275 110.58
130.276 110.61
130.302 110.62
110.63  

Rationale Overview:

Communication has become headline news recently with bullying and online harassment taking center stage. Though many people take the act of communicating for granted, it is critical that youth recognize how messages can be misunderstood. This understanding ensures their efforts are not incomplete, distorted, or lost. One study at UCLA indicated that up to 93 percent of communication effectiveness is determined by nonverbal cues. In this course, students will learn how the effectiveness of journaling and various types of verbal, nonverbal, and written communication and their filters can assist them in communicating appropriately. Especially in this time of increasing social media prominence.

Duration: Eight 50-minute class periods.

Download and view the course syllabus.

COURSE 1 -WHO, ME?

130.110. Professional Communications (One-Half Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. This course satisfies a speech credit or skills graduation requirement. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications Career Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, including visual and performing arts and design, journalism, and entertainment services.
(3) Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) explore opportunities in training, education, and certifications for employment;
(B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
(C) demonstrate skills related to seeking and applying for employment;
(D) create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(2) The student applies English language arts in professional communications projects. The student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communications.
(3) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) deliver formal and informal presentations;
(E) apply active listening skills;
(F) develop and interpret tables, charts, and figures;
(G) listen to and speak with diverse individuals; and
(H) exhibit public relations skills.
(4) The student understands and examines problem-solving methods. The student is expected to:
(A) employ critical-thinking skills independently and in groups; and
(B) employ interpersonal skills in groups to solve problems.
(5) The student uses technology applications and processes. The student is expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects; and
(B) use processes such as personal information management, file management, and file sharing.
(6) The student understands communications systems. The student is expected to:
(A) describe the nature and types of businesses;
(B) analyze and summarize the history and evolution of the various related fields of study; and
(C) analyze the economic base in order to demonstrate an understanding of the economic factors influencing the industry as a whole.
(7) The student applies safety regulations. The student is expected to:
(A) implement personal and classroom safety rules and regulations; and
(B) follow emergency procedures as needed.
(8) The student identifies and develops leadership characteristics. The student is expected to:
(A) identify leadership characteristics; and
(B) participate in student leadership and professional development activities.
(9) The student applies ethical decision making and understands and complies with laws regarding use of technology in communications. The student is expected to:
(A) exhibit ethical conduct;
(B) discuss copyright laws in relation to fair use and duplication of materials;
(C) analyze the impact of communications on society; and
(D) understand and exhibit digital citizenship.
(10) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to relate to professional communications; and
(B) use technology to enhance productivity.
(11) The student develops an understanding of professional communications through exploration of the Arts, Audio/Video Technology, and Communications Career Cluster. The student is expected to:
(A) develop an understanding of the evolution of the arts, audio/video technology, and communications career field, including the history, foundation elements, principles, and communicative effects;
(B) demonstrate knowledge of the communication process, including the characteristics of oral language, types and effects of nonverbal communication, effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance;
(C) demonstrate knowledge of the components of the listening process and specific kinds of listening such as critical, deliberative, and empathetic;
(D) identify and analyze ethical and social responsibilities of communicators;
(E) demonstrate knowledge of various communication processes in professional contexts, including using effective communication skills; analyzing standards for appropriate use of informal, standard, and technical language; making appropriate and important communication decisions based on accurate and complete information; and recognizing and analyzing appropriate channels of communication in organizations;
(F) use appropriate interpersonal communication strategies in professional contexts, including using different types of professional communication and communication management skills and observing professional etiquette;
(G) demonstrate knowledge of the interview process, including effective communication as interviewee and interviewer, and federal employment laws regarding interviews;
(H) identify and use appropriate strategies for communicating with a variety of audiences;
(I) identify the types, purposes, dynamics, processes, effectiveness, roles of members, and leadership styles of professional groups;
(J) communicate effectively in group contexts by assuming productive roles, solving problems, managing conflicts, and building consensus in groups;
(K) research formal and informal professional presentations by analyzing the audience, occasion, purpose, and primary and secondary sources; determining specific topics for presentations; and evaluating sources using media literacy strategies such as recognizing bias, misinformation, untruths, and source credibility;
(L) develop formal and informal professional presentations using effective strategies to organize presentations, using information to support points in presentations, preparing scripts or notes, using visual or auditory aids to enhance presentations, and providing credit for information sources;
(M) conduct formal and informal professional presentations using effective verbal and nonverbal strategies to inform, persuade, or motivate an audience;
(N) use appropriate techniques to manage communication apprehension and build self-confidence;
(O) evaluate formal and informal professional presentations by participating in question-and-answer sessions following presentations, applying critical-listening strategies, and evaluating the effectiveness of presentations, including self-evaluation;
(P) participate in an informative or persuasive group discussion;
(Q) use a variety of strategies to acquire information from electronic resources;
(R) acquire electronic information in a variety of formats;
(S) use research skills and electronic communications;
(T) format digital information for appropriate and effective communication in a product by defining the purpose, identifying the intended audience, and using the principles of page design such as leading, kerning, automatic text flow into linked columns, widows, orphans, and text wrap;
(U) apply desktop publishing to create products using word processing programs, editing products, or drawing programs; design elements such as text, graphics, headlines, color, white space; typography concepts, including font size and style; and graphic design concepts such as contrast, alignment, repetition, and proximity;
(V) develop and reference technical documentation; and
(W) deliver digital products in a variety of appropriate media.
Source: The provisions of this §130.110 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.275. Interpersonal Studies (One-Half Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Human Services, Principles of Hospitality and Tourism, Principles of Health Science, or Principles of Education and Training. Students shall be awarded one-half credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.
(3) Interpersonal Studies examines how the relationships between individuals and among family members significantly affect the quality of life. Students use knowledge and skills in family studies and human development to enhance personal development, foster quality relationships, promote wellness of family
members, manage multiple adult roles, and pursue careers related to counseling and mental health services.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) apply interpersonal communication skills in business and industry settings;
(B) explain and recognize the value of collaboration within the workplace;
(C) examine the importance of time management to succeed in the workforce;
(D) identify work ethics and professionalism in a job setting; and
(E) use problem-solving and critical-thinking skills.
(2) The student evaluates factors related to personal development. The student is expected to:
(A) investigate factors that affect personal identity, personality, and self-esteem;
(B) analyze how the family influences the development of personal identity and self-esteem of all family members, including those with special needs; and
(C) propose strategies that promote physical, emotional, intellectual, and social development.
(3) The student determines short- and long-term implications of personal decisions. The student is expected to:
(A) summarize the decision-making process;
(B) discuss consequences and responsibilities of decisions; and
(C) evaluate the effect of decisions on health, well-being, family, interpersonal relationships, employment, and society as a whole.
(4) The student analyzes considerations related to the transition to independent adulthood. The student is expected to:
(A) analyze adjustments related to achieving independence; and
(B) explore responsibilities of living as an independent adult.
(5) The student analyzes the family's role in relationship development. The student is expected to:
(A) examine the development of relationships;
(B) investigate the family's role in fostering the abilities of its members to develop healthy relationships; and
(C) analyze effects of cultural patterns on family relationships.
(6) The student analyzes relationship development outside the family. The student is expected to:
(A) explore ways to promote positive friendships;
(B) assess the influence of peers on the individual;
(C) determine appropriate responses to authority figures; and
(D) propose ways to promote an appreciation of diversity.
(7) The student determines factors related to marital success. The student is expected to:
(A) discuss reasons for dating and the impact of social media on dating;
(B) analyze components of a successful marriage; and
(C) examine communication skills and behaviors that strengthen marriage.
(8) The student determines methods that promote an effective family unit. The student is expected to:
(A) describe diverse family structures;
(B) identify the function of individuals within the family;
(C) compare functions of families in various cultures;
(D) predict the effects of societal, demographic, and economic trends on individuals and the family;
(E) determine procedures for meeting individual and family needs through resource management;
(F) explain how technology such as social media influences family functions and relationships; and
(G) determine the impact of effective family functioning on community and society.
(9) The student determines how changes occurring throughout the family life cycle impact individuals and families. The student is expected to:
(A) describe the stages of the family life cycle;
(B) examine roles and responsibilities of individuals and family members throughout the family life cycle;
(C) analyze financial considerations related to the family life cycle;
(D) predict the impact of technological advances on families throughout the family life cycle; and
(E) formulate a plan for effective management of technology on families throughout the family life cycle.
(10) The student analyzes types of needs and crises experienced by individuals and families. The student is expected to:
(A) categorize types of crises and their effect on individuals and families;
(B) determine strategies for prevention and management of individual and family problems and crises;
(C) identify resources and support systems that provide assistance to families in crisis;
(D) assess management strategies and technology available to meet special needs of family members; and
(E) summarize laws and public policies related to the family.
(11) The student determines stress-management techniques effective for individuals and families. The student is expected to:
(A) describe the impact of stress on individuals and relationships;
(B) identify factors contributing to stress;
(C) practice creative techniques for managing stress; and
(D) implement positive strategies for dealing with change.
(12) The student determines opportunities and preparation requirements for his or her chosen careers. The student is expected to:
(A) determine employment and entrepreneurial opportunities and preparation requirements for careers in his or her chosen field;
(B) determine how interests, abilities, and personal priorities affect career choice; and
(C) propose short- and long-term career goals.
(13) The student develops professional skills and behavior. The student is expected to:
(A) practice effective verbal, nonverbal, written, and electronic communication skills;
(B) analyze the influence of cultural background on patterns of communication;
(C) practice positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership;
(D) determine ethical practices in the workplace; and
(E) use leadership and team member skills in problem-solving situations.
(14) The student analyzes management practices to help an individual assume multiple family, community, and wage-earner roles. The student is expected to:
(A) determine the impact of career choice on family life;
(B) describe the effect of family life on workplace productivity;
(C) determine employment practices and trends that support families; and
(D) explain how technology impacts career options and family roles.
Source: The provisions of this §130.275 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.276. Counseling and Mental Health (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisite: Principles of Human Services. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.
(3) In Counseling and Mental Health, students model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards or employability skills as required by business and industry. The student is expected to:
(A) apply interpersonal communication skills in business and industry settings;
(B) explain and recognize the value of collaboration within the workplace;
(C) examine the importance of time management to succeed in the workforce;
(D) identify work ethics and professionalism in a job setting; and
(E) develop problem-solving and critical-thinking skills.
(2) The student applies mathematics, science, English language arts, and social studies in human services. The student is expected to:
(A) evaluate the use of verbal and nonverbal language in a variety of mental health situations;
(B) explain the nervous system of the human body;
(C) identify societal perspectives related to mental health;
(D) explain the physiological effects of stress and aging;
(E) distinguish the psychological aspects of health and wellness across the life span;
(F) identify socioeconomic factors that influence mental health and care;
(G) compare social services such as drug dependency rehabilitation centers; and
(H) differentiate maladaptive conditions such as paranoia, schizophrenia, and aggression.
(3) The student demonstrates verbal and nonverbal communication skills. The student is expected to:
(A) interpret verbal and nonverbal messages and adapt communication to the needs of the individual;
(B) demonstrate listening skills and techniques to minimize communication barriers; and
(C) implement communication skills that are responsive rather than reactive.
(4) The student researches career options and the preparation necessary for employment in mental health. The student is expected to:
(A) identify career opportunities related to mental health;
(B) research the role of the multidisciplinary team;
(C) justify the consequences of decisions;
(D) demonstrate techniques of peer mediation, problem solving, and negotiation;
(E) interpret, transcribe, and communicate mental health vocabulary; and
(F) investigate treatment options.
(5) The student models the ethical behavior standards and legal responsibilities related to mental health. The student is expected to:
(A) display ethical practices and the principles of confidentiality;
(B) research and describe legal aspects and issues of malpractice, negligence, and liability;
(C) examine a designated scope of practice of professionals;
(D) recognize client rights and choices and circumstances that alter client rights;
(E) dramatize case studies related to client rights and choices;
(F) review legislation that affects standards of client care; and
(G) describe regulatory agencies such as the Department of State Health Services and Department of Aging and Disability Services.
(6) The student maintains a safe environment to prevent hazardous situations. The student is expected to:
(A) recognize abusive situations;
(B) anticipate and adapt to changing situations;
(C) demonstrate appropriate actions in emergency situations; and
(D) practice personal and client safety.
(7) The student analyzes the technology related to information services. The student is expected to:
(A) review the processes for collection and dissemination of health care data;
(B) classify equipment used in the delivery of mental health services; and
(C) employ technology consistent with the student's level of training.
Source: The provisions of this §130.276 adopted to be effective August 28, 2017, 40 TexReg 6601.

 

§130.302. Principles of Information Technology (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Information Technology (IT) Career Cluster focuses on building linkages in IT occupations for entry level, technical, and professional careers related to the design, development, support, and management of hardware, software, multimedia, and systems integration services.
(3) In Principles of Information Technology, students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students will enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) identify and demonstrate work behaviors and qualities that enhance employability and job advancement such as regular attendance, attention to proper attire, maintenance of a clean and safe work environment, pride in work, flexibility, and initiative;
(B) employ effective verbal and nonverbal communication skills;
(C) employ effective reading and writing skills;
(D) solve problems and think critically;
(E) demonstrate leadership skills and function effectively as a team member;
(F) identify and implement proper safety procedures; and
(G) demonstrate planning and time-management skills such as storyboarding and project management, including initiating, planning, executing, monitoring and controlling, and closing a project.
(2) The student identifies various employment opportunities in the IT field. The student is expected to:
(A) identify job opportunities and accompanying job duties and tasks;
(B) research careers of personal interest along with the education, job skills, andexperience required to achieve personal career goals; and
(C) describe the functions of resumes and portfolios.
(3) The student uses evolving and emerging technologies to exchange information. The student is expected to:
(A) identify and describe functions of various evolving and emerging technologies;
(B) send and receive text information and file attachments using electronic methods such as email, electronic bulletin boards, and instant message services;
(C) demonstrate effective Internet search strategies, including keywords and Boolean logic, using various available search engines;
(D) identify the various components of a Uniform Resource Locator;
(E) demonstrate ability to effectively test acquired information from the Internet for accuracy, relevance, and validity;
(F) explain issues concerning computer-based threats such as computer viruses, malware, and hacking; and
(G) explain issues concerning Internet safety such as identity theft, online predators, cyber-bullying, and phishing.
(4) The student demonstrates knowledge of the hardware components associated with information systems. The student is expected to:
(A) identify major hardware components and their functions;
(B) use available reference tools as appropriate; and
(C) connect and use a variety of peripheral devices such as mouse, keyboard, microphone, digital camera, and printer.
(5) The student demonstrates knowledge of the different software associated with information systems. The student is expected to:
(A) differentiate between systems and application software;
(B) identify and explain major operating system fundamentals and components such as disk operations, graphical user interface components, and hardware drivers;
(C) explain the purpose of file types across software products;
(D) demonstrate use of computer numbering systems and internal data representation such as identifying the hexadecimal value of a color;
(E) compare and contrast open source and proprietary software;
(F) explain use of system management tools;
(G) apply proper file management techniques such as creating, naming, organizing, copying, moving, and deleting files;
(H) use appropriate file protection and security; and
(I) explain the process for discovering, quarantining, and removing viruses from a computer system.
(6) The student analyzes network systems. The student is expected to:
(A) identify hardware associated with telecommunications and data networking such as servers, routers, switches, and network connectors;
(B) identify and describe various types of networks such as peer-to-peer, local area networks, wide area networks, wireless, and Ethernet;
(C) identify functions of network operating systems; and
(D) explain troubleshooting techniques for various network connection issues.
(7) The student applies word-processing technology. The student is expected to:
(A) identify the terminology associated with word-processing software;
(B) edit a variety of text documents using functions such as pagination, appropriate white space, tab settings, and font style, size, and color; and
(C) create professional documents such as memorandums, technical manuals, or proposals using advanced word-processing features.
(8) The student applies spreadsheet technology. The student is expected to:
(A) identify the terminology associated with spreadsheet software;
(B) use numerical content to perform mathematical calculations;
(C) use student-created and preprogrammed functions to produce documents such as budget, payroll, statistical tables, and personal checkbook register;
(D) identify, generate, and describe the function of comma separated value files;
(E) create and analyze spreadsheets incorporating advanced features such as lookup tables, nested IF statements, subtotals, cell protection conditional formatting, charts, and graphs; and
(F) perform sorting, searching, and data filtering in documents.
(9) The student explores computer programming concepts. The student is expected to:
(A) identify the function of compilers and interpreters;
(B) explain the difference between the operation of compilers and interpreters;
(C) identify various computer languages and how the languages are used in software development;
(D) recognize data representation in software development such as string, numeric, character, integer, and date;
(E) identify and explain the concept of algorithms; and
(F) describe the flow of a structured algorithm, including linear and iterative instructions such as using a flow chart.
(10) The student explores database technology. The student is expected to:
(A) identify the terminology associated with database software and database functions;
(B) explore the application of databases;
(C) identify and explain the purpose and elements of a query language;
(D) identify and explain the purpose of fields and records; and
(E) describe the process of constructing a query, including multiple search parameters.
(11) The student applies presentation management technology. The student is expected to:
(A) identify the terminology and functions of presentation software; and
(B) create, save, edit, and produce presentations incorporating advanced features such as links, hyperlinks, audio, and graphics.
(12) The student applies design and web publishing techniques. The student is expected to:
(A) identify the terminology associated with web page development and interactive media;
(B) identify and explain design elements such as typeface, color, shape, texture, space, and form;
(C) identify and explain design principles such as unity, harmony, balance, scale, and contrast;
(D) identify and explain common elements of Hyper Text Markup Language (HTML) such as tags, stylesheets, and hyperlinks; and
(E) create a web page containing links, graphics, and text using appropriate design principles.
(13) The student understands and demonstrates legal and ethical procedures as they apply to the use of information technology. The student is expected to:
(A) explain and demonstrate ethical use of technology and online resources;
(B) adhere to intellectual property laws;
(C) explain the concept of intellectual property laws, including copyright, trademarks, and patents and consequences of violating each type of law;
(D) examine the consequences of plagiarism;
(E) identify and explain unethical practices such as hacking, online piracy, and data vandalism; and
(F) demonstrate ethical use of online resources, including citation of source.
Source: The provisions of this §130.302 adopted to be effective August 28, 2017, 40 TexReg 9123.

 

§110.50. Contemporary Media (One Credit).

(a) Introduction.
(1) Students enrolled in Contemporary Media will understand how media influence tastes, behavior, purchasing, and voting decisions. Students who are
media literate understand television, radio, film, and other visual images and auditory messages.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Contemporary Media, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student identifies the history and evolution of media used for mass communication. The student is expected to:
(A) examine the development of the technologies that influence each medium; and
(B) analyze the historical contributions made by various media personnel.
(2) The student recognizes the types and functions of mass media. The student is expected to:
(A) identify the types of mass media such as television, radio, Internet, podcast, YouTube, newspaper, periodicals, blogs, social networking, emailing, texting, search engines, and music; and
(B) analyze the roles of media as sources of information, entertainment, persuasion, and education.
(3) The student identifies and analyzes regulations that govern media. The student is expected to:
(A) identify the appropriate government agencies that regulate media; and
(B) analyze government regulatory issues regarding censorship, political campaigns, news, ethics, and responsibilities.
(4) The student analyzes the influence of media. The student is expected to:
(A) analyze the influence of viewing and listening habits on individuals;
(B) analyze the influence of media in shaping governmental decisions, social choices, and cultural norms;
(C) evaluate standards for "quality programming"; and
(D) analyze possible ways to improve mass media.
(5) The student analyzes, creates, and evaluates visual and auditory messages. The student is expected to:
(A) develop skills for organizing, writing, and designing media messages for specific purposes and effects;
(B) develop technical and communication skills needed by various media personnel; and
(C) plan, organize, produce, and present media messages.
Source: The provisions of this §110.50 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

 

§110.58. Communication Applications (One-Half Credit).

 

(a) Introduction.
(1) Understanding and developing skills in communication are fundamental to all other learning and to all levels of human interaction. For successful participation in professional and social life, students must develop effective communication skills. Rapidly expanding technologies and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired results, and apply valid critical-thinking and problem-solving processes. Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Communication Applications are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Communication process. The student demonstrates knowledge of various communication processes in professional and social contexts. The student is expected to:
(A) explain the importance of effective communication skills in professional and social contexts;
(B) identify the components of the communication process and their functions;
(C) identify standards for making appropriate communication choices for self, listener, occasion, and task;
(D) identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately;
(E) identify types of nonverbal communication and their effects;
(F) recognize the importance of effective nonverbal strategies such as appearance, a firm handshake, direct eye contact, and appropriate use of space and distance;
(G) identify the components of the listening process;
(H) identify specific kinds of listening such as critical, deliberative, and empathic;
(I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions;
(J) identify and analyze ethical and social responsibilities of communicators; and
(K) recognize and analyze appropriate channels of communication in organizations.
(2) Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to:
(A) identify types of professional and social relationships, their importance, and the purposes they serve;
(B) employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships;
(C) use communication management skills to develop appropriate assertiveness, tact, and courtesy;
(D) use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism;
(E) send clear and appropriate requests, provide clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others;
(F) participate appropriately in conversations;
(G) communicate effectively in interviews;
(H) identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age; and
(I) analyze and evaluate the effectiveness of one's own and others' communication.
(3) Group communication. The student communicates effectively in groups in professional and social contexts. The student is expected to:
(A) identify kinds of groups, their importance, and the purposes they serve;
(B) analyze group dynamics and processes for participating effectively in groups;
(C) identify and analyze the roles of group members and their influence on group dynamics;
(D) demonstrate understanding of group roles and their impact on group effectiveness;
(E) use appropriate verbal, nonverbal, and listening skills to promote group effectiveness;
(F) identify and analyze leadership styles;
(G) use effective communication strategies in leadership roles;
(H) use effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and
(I) analyze the participation and contributions of group members and evaluate group effectiveness.
(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:
(A) analyze the audience, occasion, and purpose when designing presentations;
(B) determine specific topics and purposes for presentations;
(C) research topics using primary and secondary sources, including electronic technology;
(D) use effective strategies to organize and outline presentations;
(E) use information effectively to support and clarify points in presentations;
(F) prepare scripts or notes for presentations;
(G) prepare and use visual or auditory aids, including technology, to enhance presentations;
(H) use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information;
(I) use effective verbal and nonverbal strategies in presentations;
(J) make group presentations to inform, persuade, or motivate an audience;
(K) make individual presentations to inform, persuade, or motivate an audience;
(L) participate in question-and-answer sessions following presentations;
(M) apply critical-listening strategies to evaluate presentations; and
(N) evaluate effectiveness of his/her own presentation.
Source: The provisions of this §110.58 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

 

§110.61. Independent Study in Speech (One-Half to One Credit).

(a) Introduction.
(1) Communication skills are important in all aspects of life. Students who have mastered concepts and developed skills in introductory courses should be provided with opportunities to extend their knowledge and expand their skills in more advanced study. Independent Study in Speech provides opportunities for advanced students to plan, organize, produce, perform, and evaluate a project that enables them to develop advanced skills in communication, critical thinking, and problem solving.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Independent Study in Speech, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Propose. The student plans and designs an independent study project. The student is expected to:
(A) select a topic and define a purpose for an independent study project focused on a specific aspect of communication;
(B) review the research related to the topics identified;
(C) develop a formal proposal for the project; and
(D) plan the format and develop the timelines for production and presentation.
(2) Research. The student conducts research to support and develop the approved project. The student is expected to:
(A) locate and gather information from a variety of primary and secondary sources, including electronic technology;
(B) use systematic strategies to organize and record information; and
(C) analyze the research data and develop conclusions to provide a basis for the project.
(3) Produce. The student produces the final product for the project. The student is expected to:
(A) limit the chosen topic, purpose, and format for the presentation;
(B) develop systematic strategies to document the project;
(C) develop appropriate evaluation strategies for each aspect of the production and presentation of the project;
(D) organize and outline the text for the presentation;
(E) choose appropriate proofs, literary texts, and/or scenes to develop and support the text;
(F) produce a written text of superior quality; and
(G) review and revise plans, outlines, and scripts with the teacher.
(4) Rehearse and present. The student presents the final product. The student is expected to:
(A) use rehearsal strategies to gain command of the text and enhance the communication and staging of the presentation;
(B) demonstrate appropriate verbal and nonverbal communication skills to enhance and enliven the presentation;
(C) use appropriate visual and auditory aids to support, create interest, and/or add aesthetic appeal to the final presentation; and
(D) document the progress of the project and submit the final written text or script.
(5) Evaluate. The student and designated individuals evaluate the project. The student is expected to:
(A) use strategies to evaluate the project and the presentation; and
(B) analyze problems related to the project and assess implications for future projects.
Source: The provisions of this §110.61 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

 

§110.62. Journalism (One-Half to One Credit).

a) Introduction.
(1) Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Journalism, students are expected to write in a variety of forms and for a variety of audiences and purposes. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing.
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Journalism, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student demonstrates an understanding of media development, press law, and responsibility. The student is expected to:
(A) identify the history and development of American journalism through people and events;
(B) identify the foundations of press law, including copyright law, the fair use exemption, and the ownership of intellectual property;
(C) identify the foundations of journalistic ethics;
(D) distinguish between responsible and irresponsible media action; and
(E) understand the consequences of plagiarism.
(2) The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to:
(A) distinguish the similarities and differences of print, broadcast, and online media; and
(B) distinguish the similarities and differences of news, feature, and opinion writing.
(3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected to:
(A) demonstrate an understanding of the elements of news;
(B) select the most appropriate journalistic format to present content;
(C) locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to prepare for an interview or investigate a topic;
(D) plan and write relevant questions for an interview or in-depth research;
(E) gather information through interviews (in person or telephone);
(F) evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books, and reports;
(G) write copy synthesizing direct and indirect quotes and other research;
(H) use journalistic style to write copy;
(I) revise and edit copy using appropriate copy editing symbols;
(J) rewrite copy;
(K) create different forms of journalistic writing such as reviews, ad copy, columns, news, features, and editorials to inform, entertain, and/or persuade;
(L) write captions; and
(M) demonstrate an understanding of the function of headlines through the writing of headlines.
(4) The student demonstrates understanding of the principles of publishing through design using available technologies. The student is expected to:
(A) identify the appropriate form of journalistic publication to present content such as newspapers, newsmagazines, online media, broadcasts, and newsletters;
(B) design elements into an acceptable presentation;
(C) use illustrations or photographs that have been cropped to communicate and emphasize a topic;
(D) use graphic devices such as lines, screens, and art to communicate and emphasize a topic; and
(E) prepare a layout for publication.
(5) The student demonstrates an understanding of the economics of publishing. The student is expected to:
(A) understand general salesmanship in selling professional or student-produced publications;
(B) differentiate between advertising appeals and propaganda;
(C) differentiate between the various types of advertising such as classified, display, public service, and online advertising; and
(D) design an advertisement for a particular audience.
Source: The provisions of this §110.62 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

 

§110.63. Independent Study in Journalism (One-Half to One Credit).

(a) Introduction.
(1) Students enrolled in Independent Study in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Independent Study in Journalism will refine and enhance their journalistic skills, research self-selected topics, plan, organize, and prepare a project(s).
(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as well as the student expectations for Independent Study in Journalism, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student refines and enhances journalistic skills. The student is expected to:
(A) formulate questions, refine topics, and clarify ideas;
(B) organize and support what is known and what needs to be learned about a topic;
(C) compile information from primary and secondary sources using available technology;
(D) organize information from multiple sources, including primary and secondary sources;
(E) link related information and ideas from a variety of sources;
(F) evaluate product based on journalistic standards;
(G) understand and apply press law and journalistic ethics, including copyright law, the fair use exemption, and the ownership of intellectual property; and
(H) understand the consequences of plagiarism.
(2) The student produces visual representations that communicate with others. The student is expected to:
(A) conduct a research project(s) with instructor guidance and produce an original work in print or another medium demonstrating advanced skill; and
(B) use a range of techniques in planning and creating projects.
Source: The provisions of this §110.63 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261.

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